Perceptions on the Contribution of Science Method Course in developing Inquiry-based Pedagogy

Teachers and student-teachers in my sample showed interest in learning from the Science Teaching method course. The majority of teacher-educators and student-teachers reported that teaching of science courses or science teaching methods courses (at University of X) have an important role in developing their understanding of inquiry-based pedagogy. The majority of teacher-educators reported that their teaching experiences were strong enough to develop them into effective teachers of science but they learned more about inquiry when they taught teaching science method course. This is illustrated by their responses below on teachers’ views on the contribution of science methods course in teaching

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science and they have been learning a range of approaches as reported:

Teaching science method courses helped me to know a range of teaching approaches. (T2)

Regarding the influence of science methods course, it is helping teacher-educators on how to teach science through inquiry. Thus, science methods course co ntributed well to inquiry- based pedagogy.

I have taught teaching methods of science courses. Our student-teachers enjoy this course and they learn a range of teaching skills how they perceive the teaching methods they could use it in their future teaching using inquiry-based methods. (T17)

Moreover, teacher-educators’ reflections indicated that they were exposed to different instructional strategies through science teaching method course that helped them understand inquiry such as: the use of inquiry-based activities to develop student-teacher abilities to conduct inquiries, use of questions to trigger student-teachers’ questions and further investigations as reported:

I think when I taught teaching method course, I learned about the process of inquiry method of teaching how inquiry-based teaching works out. I learned a range of activities that I could use with student-teachers; science questions about prior knowledge, guided and unguided science problems, etc. (T12)

Although, the majority of science teacher-educators’ responses indicated that even though inquiry-based instruction had been used in some of their previous science courses, they had realized that inquiry was an important instructional tool for teaching science as reported:

I use inquiry-based methods very less though I believe that making such inquiries to student-teachers is important because student-teachers get a deeper understanding of science concepts. (T2)

Most student-teachers in the two focus groups presented similar views on the contribution of science method course in developing their understanding of inquiry-based pedagogy. The student-teachers reported that science teaching methods course/s they studied at university influenced their views about their understanding of inquiry-based pedagogy. The majority of student-teachers reported that the contribution of science methods course provided good exposure in understanding the process of inquiry-based pedagogy as reported:

I think this teaching method course has been helpful to let us know about a range of teaching methods of science generally and how to teach science effectively by

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involving student-teachers, collaborations and developing their thinking to explore science. (G1-S4)

Thus, teacher-educators started developing connections to the use of inquiry to teaching and learning science their teaching experiences. Also, the majority of teacher-educators reported that preparation of inquiry-based lesson plans when they taught teaching method courses helped them to develop their own pedagogy; also they learned how to teach science using inquiry-based approaches reported below:

Inquiry-based lesson plans in teaching method course helped me developing pedagogical knowledge as well as enhanced my knowledge on a range of teaching approaches. (T2)

Also, their personal concept of pedagogy developed as they were exposed to the teaching strategies exhibited in the science methods course. Also, not only did student-teachers receive good exposure to inquiry-based science pedagogy from the science methods course, this exposure helped them start formulating their own pedagogical strategies for teaching science.

I develop my concepts what an effective teaching method should be taught when I was exposed to the teaching strategies exhibited in the science methods course. I understand how learning happens in student-teachers through activities. This course helped me formulating my own pedagogical strategies. (G2-S2)

It can be noted that there was concurrence among the teacher-educators and student- teachers that teaching science methods course importantly developed an understanding to teach science using inquiry-based strategies. Also, student-teachers’ reflections indicated that they were exposed to different instructional strategies that helped them understand inquiry through science teaching method course such as: the use of inquiry-based activities to develop their abilities to conduct inquiries and the use of science-oriented questions to activate further investigations. Thus, data from interview and focus groups supported that an extensive exposure was received to inquiry-based pedagogy through the science methods course; however, teachers and student-teachers have had a little exposure to inquiry in their science courses.

7.2.3.1 Student-teachers’ Engagement in Learning Science

The majority of teachers reported that student-teachers’ involvement is high in inquiry- based method. Thus, they thought that inquiry develops a deep interest in science, for example, one responded:

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Inquiry-based strategies engage student-teachers in learning science, they have fun, share with others and develop their interest to learn science increased. (T11) As well to teacher educators, the majority of the student-teachers reported their intention to use inquiry, as being anxious about using inquiry-based instruction initially i.e. student- teachers understood the importance of inquiry for bringing about sustained interest in learning science, for keeping student-teachers interested in science and for making science fun.

Using inquiry, we were initially anxious in responding inquiry-based activities though we developed interest with passage of time. (G1-S3)

Also, student-teachers realised that making science fun and interesting through inquiry- based instructions as reported:

Inquiry-based methods make us having fun that makes science interesting. This is really exciting and engages them in understanding science problems. (G1-S4)

Thus, it can be noted from the above comments that these student-teachers were acknowledging that science as a subject is boring, but articulating their understanding that inquiry-based pedagogy as a method of teaching that make science learning fun and interesting to them. Also, the majority of student-teachers’ responses indicated that as they started developing understanding of inquiry, they had fun; their involvement helped them overcome their apprehension about using inquiry as another reported:

I really enjoy my experiences when I am involved in fieldwork. (G2-S3)

Moreover, most student-teachers reported that inquiry-based pedagogy in science helps learning sciences in initial Science Teacher Education. One of the reasons student-teachers gave for using inquiry-based instruction to teach science in their own classroom was that they had had a little experience with inquiry-based instruction though it made them realize its importance for making science fun and enjoyable for their student-teachers as reported:

It is commonly believed that science student-teachers are mostly book-worms so they do not participate in co-curricular activities; also they are not confident and not interactive. I think that inquiry involves learner so they participate in talks and share their ideas. So we have fun in learning in inquiry methods. ( G1-S1)

Thus, teacher-educators’ and student-teachers’ responses indicated that student-teachers do not only understand the fundamental concepts of what constitutes inquiry; their growing interest in learning science also drew connections to the use of inquiry in other fields. Specifically, they understood that inquiry-based pedagogy helps develop and sustain student-teachers’ interest in science, develops attitudes towards science and develops confidence in student-teachers to do science.

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